The Doctoral Journey: International Educationalist Perspectives

Includes a prize-winning chapter by the winner of the 2021 Early Career Award of the International Narrative Research Special Interest Group of the American Education Research Association. Trudy Cardinal was awarded this prize, among other publications, for chapter 11 in The Doctoral Journey: International Educationalist Perspectives: An Autobiographical Narrative Inquiry into the Experiences of One Cree/Métis Doctoral Student.

This book has prompted an expanded book series: The Doctoral Journey in Education. Please click here to find out more!

The Doctoral Journey: International Educationalist Perspectives assembles a collective narrative related to the doctoral journey of recent graduates in the field of education. Clearly, the doctoral journey is not a linear process but rather a lattice of ever-evolving professional and personal relationships, experiences, perspectives, and insights.

From early on when considering whether or not to apply to a programme, to deciding on an institution and supervisor, to delving into the related literature, to data collection and analyses, to closing in on the defence, to results dissemination, and everything in between and beyond, the doctoral journey presents incalculable obstacles that can be, and have been, overcome by doctoral graduates--including the contributors in this inspirationally-sparked collective narrative.

Contributors are: Trudy Cardinal, Philip Wing Keung Chan, José da Costa, Alison Egan, Janet McConaghy, June McConaghy, Kelsey McEntyre, Sammy M. Mutisya, Christina A. Parker, Carla L. Peck, Colin G. Pennington, Kathleen Pithouse-Morgan, Edgar Schmidt, and Pearl Subban.

Brent Bradford, PhD (2015), University of Alberta, is Associate Professor (Concordia University of Edmonton). He has published and presented extensively in the field of education and has co-authored two teacher education textbooks: Teaching for Health & Wellness in Children and Youth (Ripon, 2017) and Physical Education for Elementary School Teachers (Ripon, 2018).